OUGD406 - Speaking From Experience: Idea Generation and Concept Manifestos

Through a retrospective analysis of my experience thus far on the course, and identifying that poor time management and the unrealistic expectations I have of my self ultimately being my greatest downfall, I was able to construct a brief that directs me to produce a graphic response that promotes the importance of time and the relationship students must have with it in order to make their first year of study at university as manageable as possible. I must now explore ways in which I may visually communicate this to allow me to address these issues to provide advice for next year's level 04 students.

Concept One - Typographic Clock Face

A typographic clock with quotes in place of hands about time on the face illustrating its cyclical nature through a literal visual representation. This could be made interactive and has potential to be supplied with differentiating information. 

Concept Two - 'Make Time Your Best-friend'

Light-hearted illustrative line drawings that personify a clock to demonstrate a physical relationship with time. Images show a figure and clock-character engaging in activities together typically considered as friend activities, promoting that students must form a strong relationship with time and how they use it in order to achieve set goals, briefs and aspirations. Activities include being on swings, flying kites, playing football and holding hands.

Concept Three - Motivational Cards

Motivational cards about time and its qualities used to inspire students to use it and act as a visual reminder of its importance to them as students starting a new journey and level of academia. Contrasting type styles for a distinct design that balances gender appeal, with gold-foiled hand-drawn type to aid visual perception and representation of how precious time is. Quotes could include 'Time is golden,' 'Make time' and 'The time is now.' These cards could be used to decorate student halls and make rooms more personal, which most students like to do to combat the often plain and lifeless aesthetic. 

Concept three evidences the best use of process whilst also involving the hand-crafted practices I wish to specialise in going into the second year of the course and I will therefore take it to critique.